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UNIVERSITY    OF    ILLINOIS    BULLETIN 

Issued  Weekly 
Vol.  XXI  August  4,  1924  No.  49 

[Entered  as  second-class  matter  December  11,  1912,  at  the  post  office  at  Urbana,  Illinois,  under  the 
Act  of  August  24,  1912.  Acceptance  for  mailing  at  the  special  rate  of  postage  provided  for  in 
section   1103,  Act  of  October  3,   1917,  authorized  July  31,    1918.] 

BUREAU  OF  EDUCATIONAL  RESEARCH  CIRCULAR  NO.  28 




BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 

THE   PROGRAM   OF 

SPORTMANSHIP 

EDUCATION 

By 

Seward  C.  Staley 

Assistant  Professor  of  Physical  Education 


THE  UBHAH?  Of  fKi 

FEB    7  1925 

(JN3VEBSITY  OF  ILLINOIS 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS 

URBANA 


3  Jo 


PREFATORY  NOTE 

The  material  for  this  circular  was  compiled  by 
Seward  C.  Staley,  Assistant  Professor  of  Physical  Edu- 
cation for  Men,  of  the  Course  in  Athletic  Coaching,  in 
the  College  of  Education.  In  accord  with  its  general 
policy  of  giving  helpful  information  and  suggestions  to 
teachers  and  school  administrators,  the  Bureau  of  Edu- 
cational Research  is  very  glad  to  issue  this  material  as 
one  of  its  Educational  Research  Circulars.  It  should, 
however,  be  understood  that  credit  for  the  compilation 
should  be  given  to  Mr.  Staley. 

Walter  S.  Monroe,  Director, 
Bureau  of  Educational  Research 
June  9,  1924 


TABLE  OF  CONTENTS 


Page 

I.  Sportsmanship  Education  in  the  School 5 

II.  Should  Sportsmanship  Be  Recognized  in  Competitive 

Athletics? 22 

III.  The  Amateur's  Honor  Code  in  Competitive  Athletics.  .  15 

IV.  Codes  of  Sportsmanship 20 

V.  On  Conduct  in  Athletics 23 


Fd 


THE  PROGRAM  OF  SPORTMANSHIP  EDUCATION 


I.   SPORTSMANSHIP  EDUCATION  IN  THE  SCHOOL 

Expansion  of  athletic  activity.  There  has  been  a  tremendous 
expansion  in  the  field  of  athletic  activity  since  the  war,  and  if  present 
conditions  can  be  accepted  as  an  indication  this  expansion  will  con- 
tinue. Educational  institutions,  health  institutions,  social  institutions, 
recreational  institutions,  military  institutions  and  even  commercial 
institutions  are  fostering  the  movement. 

Play  is  an  important  factor  in  character  and  moral  training. 

This  expansion  brings  up  the  very  pertinent  question,  how  will  these 
activities  be  carried  on?  In  the  past  our  records  in  this  connection 
are  not  very  flattering;  in  many  cases  they  are  quite  shameful;  and 
in  some  cases  they  have  been  positively  disgraceful.  Unfair  tactics, 
booing,  striking  opponents,  rowdyism  and  similar  actions  have  pre- 
vailed too  often.  If  this  bad-acting  on  the  floor  or  field  were  the  end 
of  the  matter  the  situation  would  not  be  so  momentous.  But  play 
has  long  been  recognized  as  an  exceedingly  important  factor  in  char- 
acter and  moral  training.  Play  is  nature's  method  of  educating  the 
young  but  nature  has  not  standardized  the  quality  of  play.  All  boys 
and  girls  play  instinctively  but  their  methods  of  conduct  are  deter- 
mined solely  by  their  training;  the  boy  who  plays  with  a  rough  gang 
develops  selfish  and  unsocial  characteristics;  the  boy  who  plays  with 
a  group  which  practices  good  social  habits  soon  develops  these  char- 
acteristics himself.  Individual  illustrations  to  verify  the  truth  of  this 
may  be  found  in  any  community.  Investigations  made  by  social 
workers  and  others  demonstrate  it  also.  Neighborhoods  having  play- 
grounds, for  instance,  show  a  lower  percentage  of  juvenile  delin- 
quency than  those  without  them.  Adult  leadership  in  establishing 
proper  play  habits  and  attitudes  is  largely  responsible  for  this 
difference. 

School  officials  responsible  for  conduct.  So  the  matter  of  play 
procedure  is  of  vital  importance.  The  question  rises,  will  the  present 
condition  of  our  athletic  contests  continue  or  will  good  sportsmanship 
and  good  fellowship  prevail?  The  one  group  which,  more  than  any 
other,  holds  the  key  to  this  situation  is  the  school  officials, — the  super- 

[5] 


intendents,  principals,  and  teachers.  The  school  authorities  in  their 
gymnasiums  and  on  their  playgrounds  control  a  large  part  of  the 
athletic  activities  engaged  in  by  adolescent  groups.  The  standards 
set  up  here  are  a  tremendous  factor  in  determining  all  play  habits. 
Sportsmanship  is  a  social  quality.  What  is  good  sportsman- 
ship? Good  sportsmanship  is  the  golden  rule  applied  to  sports.  It 
is  the  application  of  fair  play,  the  square  deal,  and  gallant  conduct 
to  athletic  contests.  It  is  a  moral  quality  like  honesty,  truthfulness, 
loyalty,  cooperation,  all  of  which  it  in  fact  includes,  and  it  is  in  no 
way  biologically  inheritable.'  In  the  beginning  it  can  be  induced  only 
through  a  definite  program  of  education  combined  with  willful  prac- 
tice. With  continued  practice  the  activities  involved  become  conduct 
habits  and  are  followed  as  matters  of  course.  Continued  under  these 
conditions  they  become  customs  and  traditions  and  are  accepted  as 
the  only  methods  of  conduct. 

W7e  have  practical  demonstrations  of  this  "tradition-custom" 
aspect  in  several  fields.  It  is  seen  on  the  English  play  fields,  in  the 
game  of  tennis,  and  in  certain  schools  in  this  country. 

English  sportsmanship.  The  English  are  internationally  re- 
nowned for  their  good  sportsmanship.  This  is  not  due  to  the  exist- 
ence of  any  special  quality  in  English  blood,  any  special  climatic 
conditions  or  the  existence  of  any  other  tangible  quality  indigenous 
to  the  British  Isles.  It  is  merely  the  product  of  a  program  of  sports- 
manship education,  started  in  the  historic  public  schools  and  great 
universities,  carried  over  into  the  board  schools,  promulgated  by 
the  army  and  navy  and  thus  spread  until  the  entire  nation  has  be- 
come involved.  Today  good  sportsmanship  is  a  custom  in  England  j 
that  automatically  dictates  play  procedures.  The  English  have  a 
much  longer  play  history  than  any  other  nation  so  it  is  quite  natural 
that  they  should  be  the  leaders  in  this  movement. 

Tennis  sportsmanship.  We  have  another  illustration  of  good 
sportsmanship  in  the  game  of  tennis.  Tennis  is  one  of  our  oldest 
sports  and  until  quite  recently  was  played  only  by  the  aristocracy 
and  cultured  classes.  Even  today  in  France  tennis  is  considered  as 
a  gentleman's  game  and  not  for  the  masses.  Under  these  conditions 
certain  ethical  standards  for  playing  the  game  were  envolved.  These 
have  become  so  traditional  and  customary  that  they  have  been  car- 
ried along  with  the  game  and  accepted  as  the  established  mode  of 
playing  in  the  general  use  of  the  game  today. 

[6] 


Sportsmanship  in  private  schools.  And  then  again  certain 
schools  in  this  country  have  established  wide  reputations  for  their 
sportsmanship.  These  schools  are  without  exception  private  institu- 
tions of  the  better  grade  with  comparatively  long  histories.  In  their 
earlier  days  the  founders  and  authorities  carried  on  a  program  in 
sportsmanship  education  that  has  since  come  to  be  established  as 
custom.  In  these  schools  there  is  a  noticeable  difference  between  the 
attitude  and  practices  of  the  new  and  of  the  old  groups.  The  older 
groups  give  tangible  evidence  of  the  educational  program  to  which 
they  have  been  subjected;  they  have  absorbed  the  customs. 

Organization  of  program.  Accepting  the  fact  that  good  sports- 
manship is  a  product  of  educational  procedures  the  question  arises, 
how  shall  the  program  be  organized? 

Program  fostered  by  Department  of  Physical  Education.  Fol- 
lowing the  principle  that  any  subject-matter  is  best  taught  in  con- 
nection with  the  department  most  closely  associated  with  it,  good 
sportsmanship  is  best  handled  in  the  department  most  intimately 
involved,  namely  physical  education  (or  athletics).  This  department 
should  be  given  direct  responsibility  for  the  conduct  of  the  student 
body  in  its  athletic  relationships,  both  varsity  and  intra-mural. 

Physical  Directors  and  Coaches  who  are  good  sportsmen  essen-  ^Q 
tial.  In  the  face  of  this  responsibility  the  first  consideration  in  our 
program  of  sportsmanship  education  is  the  employment  of  directors 
and  coaches  who  are  thoroughly  sympathetic  with  the  idea.  Adult 
leadership  of  this  sort  is  perhaps  the  largest  single  item  in  our  pro- 
gram. Adults  through  precept  and  example  dictate  all  social  customs. 
The  physical  director  and  athletic  coach  are  commonly  the  most 
prominent  figures  in  school  life.  They  are  the  local  heroes,  the  local 
champions.  They  are  on  more  intimate  terms  with  the  student  body 
than  any  other  members  of  the  teaching  staff  and  their  influence  is 
impressive,  wide,  and  lasting.  With  coaches  and  physical  directors 
who  are  good  sportsmen  the  institution  of  good  sportsmanship  is 
relatively  simple;  with  coaches  and  directors  who  are  not,  it  is  im- 
possible. 

Year-round  program.  The  department  of  physical  education 
should  conduct  a  year-round  campaign  of  sportsmanship  education. 
Emphasis  is  placed  on  the  fact  that  it  should  be  in  continuous  opera- 
tion throughout  the  school  year.  A  short  intensive  campaign  of  one 
or  two  weeks  followed  by  total  neglect  will  not  produce  the  desired 

[7] 


results.  On  the  other  hand  care  should  be  taken  that  it  is  not  over- 
done; sportsmanship  pushed  too  vigorously  becomes  a  bugbear.  The 
most  satisfactory  procedure  perhaps  is  to  conduct  one  or  two  intense 
campaigns  of  short  duration  and  then  for  the  adult  leaders,  the 
"Sportsmanship  Committee,"  to  be  actively  vigilant  throughout  the 
year  for  breaches  of  the  code.  Cases  of  repeated  willful  violation 
should  be  disciplined  as  the  adult  leaders  and  "Sportsmanship  Com- 
mittee" best  decide. 

Faculty  must  be  educated.  The  first  step  in  the  project  of  sports- 
manship education  is  the  education  of  the  other  members  of  the 
faculty.  This  may  be  done  through  discussion  at  teachers'  meetings, 
through  the  circulation  of  printed  matter  and  through  personal  inter- 
views. The  teachers  should  be  thoroughly  acquainted  with  the  size 
of  the  project,  its  far  reaching  significance  and  the  part  which  they 
must  play  in  its  conduct.  In  this  connection  they  should  be  warned 
against  carrying  grudges  against  rival  schools,  violating  the  rules  as 
spectators,  etc.  Proper  action  on  their  part  is  of  utmost  value.  Their 
examples  should  not  belie  their  precepts.  Every  effort  should  be 
made  to  win  them  over  to  active  cooperation  in  the  conduct  of  the 
campaign. 

Sportsmanship  Committee.  The  next  step  is  the  organization  of 
a  "Sportsmanship  Committee."  This  committee  should  be  set  up  as 
one  of  the  most  important  organizations  in  school.  Membership  on 
this  committee  should  carry  particular  honor  and  only  leaders  should 
be  considered  eligible.  Team  captains,  class  presidents,  and  similar 
office  holders  should  be  the  only  ones  considered.  This  should  be  a 
permanent  committee  chosen  at  the  annual  elections. 

Code  of  Sportsmanship.  The  next  step  is  the  composition  and 
adoption  of  a  code  of  sportsmanship.  The  entire  student  body  should 
be  drawn  into  this.  This  last  is  rather  a  new  idea.  Codes  of  sports- 
manship have  been  used  for  years  but  in  the  past  they  have  been 
drawn  up  by  the  adult  leaders  and  literally  forced  upon  the  students. 
There  is  no  question  but  that  this  procedure  has  been  effective  but 
it  would  be  more  effective  still  if  the  code  were  a  product  of  the 
students'  own  making.  A  ready-made  code  has  not  grown  out  of 
the  pupils'  experience  and  in  many  instances,  therefore,  it  is  difficult 
to  relate  to  their  activities.  The  code  should  be  formulated  by  the 
unit  using  it.  Under  these  conditions  it  is  much  more  meaningful, 
and  not  subject  to  misinterpretation.   As  it  is  a  product  of  their  own 

[8] 


invention,  every  student  involved  takes  an  active  interest  in  carrying 
out  its  precepts.  In  the  grade  school  and  in  the  junior  high  school 
the  teachers  should  take  an  active  part  in  shaping-up  this  code,  but 
in  the  senior  high  school  the  students  can  handle  the  matter  satis- 
factorily without  outside  help.  In  any  case,  where  adults  are  par- 
ticipating, they  should  confine  themselves  to  suggestions  and  stim- 
ulation and  should  not  become  more  directly  involved  than  is  abso- 
lutely necessary  in  determining  the  content  of  the  code. 

In  establishing  a  code  for  the  first  time  the  most  satisfactory 
procedure  is  to  ask  each  student  to  draw-up  one  and  present  it  to  the 
"Sportsmanship  Committee."  The  committee  should  present  these 
or  a  selected  few  of  them  to  the  assembled  student  body  for  general 
consideration  and  discussion,  and  should  use  these  as  a  basis  for  a 
final  code  which  should  be  drawn  up  and  adopted. 

The  code  should  be  printed  on  large  cardboards  by  the  art  de- 
partment and  posted  in  the  gymnasium,  locker  room,  hallway,  and 
assembly  room.  It  should  also  be  printed  on  small  cards  by  the 
printing  department  and  distributed  to  the  pupils. 

In  shaping  up  the  code.care  should  be  taken  that  general  terms 
such  as  loyalty,  courtesy,  honor,  truthfulness,  and  so  on  are  not  used. 
Good  sportsmanship  is  social  conduct  in  athletic  contests  and  is  made 
up  of  specific  acts.  In  criticizing  or  lauding  an  individual  we  use 
general  terms  of  this  sort  but  our  opinions  are  based  on  specific  acts 
on  the  part  of  the  individual  or  group  discussed.  In  the  face  of  this 
fact  the  code  becomes  much  more  meaningful  if  it  clings  to  specific 
acts  rather  than  to  generalities. 

Open  forum  on  Sportsmanship.  The  code  of  sportsmanship 
should  be  presented  to  the  student  body  annually  for  adoption; 
in  this  way  attention  is  periodically  called  to  its  existence  in  a  prom- 
inent way.  Otherwise,  with  the  constant  change  in  our  school  per- 
sonnel, the  code  might  disappear.  On  these  occasions  the  old  code 
may  be  adopted  without  change,  or  changes  may  be  made,  or  an 
entirely  new  code  may  be  introduced.  This  occasion  should  be  in 
the  nature  of  an  open  forum  on  the  discussion  of  sportsmanship.  It 
could  be  held  at  a  regular  assembly.  The  proper  attitude  and  con- 
duct of  captains,  players,  coaches,  and  spectators  toward  opponents 
and  officials  should  be  discussed  thoroughly.  The  captains,  players, 
coaches,  and  other  leaders  in  school  life  should  be  drawn  into  this 
discussion.  An  outside  speaker  would  give  this  meeting  added  inter- 
est and  importance. 

[9] 


Sportsmanship  Contest.  The  "Committee  on  Sportsmanship" 
should  hold  an  annual  "Sportsmanship  Contest"  in  which  each  stu- 
dent in  the  group  should  be  asked  to  take  part.  In  different  years 
this  could  be  a  poster  contest,  a  short  story  contest,  an  essay  contest, 
a  poetry  contest,  a  song  contest,  a  slogan  contest  or  anything  similar 
that  the  committee  could  devise.  The  exhibits  or  compositions  should 
be  turned  in  to  the  committee  who  would  select  the  best  and  give 
suitable  recognition  to  their  designers  or  composers.  Or  the  com- 
mittee could  select  the  best  and  have  them  presented  at  an  assembly 
of  the  whole  group  who  could  determine  the  winners  by  popular 
vote.  The  music  department,  art  department,  English  department 
and  others  could  cooperate  in  this  project. 

"Best  Sportsman"  elected.  Another  project  that  could  be  spon- 
sored by  the  "Sportsmanship  Committee"  is  the  annual  selection  of  the 
best  sportsman  in  school.  This  selection  is  in  some  cases  made  by 
the  "Sportsmanship  Committee"  in  conjunction  with  the  physical  direc- 
tors and  coaches,  but  it  is  more  satisfactory  to  decide  the  matter  by 
popular  election.  A  loving  cup,  shield,  or  a  similar  trophy  should  be 
awarded  the  winners.  The  Athletic  Association  should  provide  the 
funds  for  the  purchase  of  the  trophy.  An  appropriate  way  to  handle 
this  project  is  at  an  assembly.  The  chairman  of  the  committee  should 
preside.  The  cup  should  be  on  display.  After  the  basis  of  the  award 
has  been  explained  the  voting  can  be  done  by  ballot.  As  soon  as  the 
ballots  have  been  counted,  the  cup  should  be  formally  presented  to 
the  winner. 

Education  of  the  General  Public.  Spectators  exercise  a  tremen- 
dous influence  in  determining  the  manners  of  contestants  in  athletic 
contests.  The  spectators'  attitude  is  quickly  sensed  by  the  players 
and  is  readily  translated  into  action.  If  the  spectators'  attitude  is 
wholesome  the  players'  reactions  will  tend  to  be  wholesome;  if  the 
spectators'  attitude  is  unwholesome  the  players'  actions  will  tend  to 
be  unwholesome.  The  attitude  and  actions  of  the  students  as  specta- 
tors can  be  influenced  by  the  school  program  of  sportsmanship  edu- 
cation, but  additional  procedures  must  be  carried  on  to  reach  the 
large  group  of  outsiders,  commonly  known  as  the  general  public. 
The  education  of  this  group  represents  a  real  project  to  be  faced  and 
dealt  with  by  the  sportsmanship  committee. 

In  promoting  this  project  there  are  two  procedures  which  should 
be  invoked:  1.  The  local  newspapers  and  school  papers  should  be 
enlisted.    2.  Programs  and  schedules  should  contain  some  reference 

[10] 


to  sportsmanship.  This  could  consist  of  the  school's  code  of  sports- 
manship, another  school's  code,  or  a  quotation  from  some  prominent 
writer,  speaker,  or  perhaps  best  of  all,  a  quotation  from  some  local 
figure  such  as  the  Coach,  Principal,  Chairman  of  the  Board  of  Edu- 
cation, Mayor,  etc.  A  number  of  schools  follow  this  practice  now  but 
for  the  most  part  the  same  statement  is  used  throughout  the  school 
year.   It  would  be  better  to  introduce  a  new  statement  occasionally. 

SUMMARY: 

1.  Play  is  of  vital  importance  in  moral  and  character  training. 

2.  Good  sportsmanship  is  the  product  of  a  program  of  education. 

3.  The  Department  of  Physical  Education  should  carry  on  the 
program. 

4.  Physical  Directors  and  Coaches  who  are  good  sportsmen  are 
essential  to  its  conduct. 

5.  The  program  consists  of: 

(a)  The  education  of  the  other  members  of  the  faculty. 

(b)  The  annual  election  of  a  "Sportsmanship  Committee." 

(c)  The    annual    discussion    and    adoption   of    a    "Code    of 
Sportsmanship." 

(d)  The  conduct  of  an  annual  "Sportsmanship  Contest." 

(e)  The  annual  recognition  of  the  "Best  Sportsman." 

(f)  The  education  of  the  general  public. 

(g)  Constant  vigilance  on  the  part  of  the  adult  leaders  and 
the  "Sportsmanship  Committee." 


[11] 


II.   SHOULD  SPORTSMANSHIP  BE  RECOGNIZED  IN 
COMPETITIVE  ATHLETICS? 

There  is  considerable  discussion  at  the  present  time  over  the  mat- 
ter of  including  sportsmanship  as  a  factor  in  determining  the  results  of 
athletic  competition.  Following  this  procedure  two  factors  are  used 
in  deciding  athletic  contests:  (1)  the  points  scored  as  the  result  of 
play  and  (2)  the  points  awarded  for  conduct.  Thus  a  team  may 
score  more  points  than  their  opponents  in  actual  play  but,  by  virtue 
of  scoring  less  points  than  their  opponents  in  sportsmanship,  may 
lose  the  contest.  For  example;  points  made  in  play,  Team  "A"  25, 
Team  "B"  30;  points  made  for  sportsmanship,  Team  "A"  20,  Team 
"B"  10;  total  points,  Team  "A"  45,  Team  "B"  40. 

Play  alone  should  decide  contests.  The  consensus  of  opinion 
among  the  leaders  in  physical  education  is  opposed  to  the  practice 
of  including  sportsmanship  as  a  factor  in  deciding  contests.  The 
scoring  of  points  as  the  result  of  play  is  the  ultimate  object  of  all 
our  athletics  and  the  contests  should  be  decided  on  this  basis  alone. 
The  goals,  the  runs,  the  points,  the  touchdowns  should  be  the  de- 
ciding factor.  These  elements  are  all  measurable  factors  and  should 
offer  no  basis  for  dispute.  On  the  other  hand  "Sportsmanship"  is 
quite  unmeasurable  and  is  always  subject  to  dispute.  It  is  a  mere 
"matter  of  opinion"  and  as  such  no  two  individuals  will  agree  as  to 
the  proper  number  of  points  to  be  awarded  for  it. 

Control  by  Federations.  The  matter  is  much  better  approached 
from  another  angle.  City,  Conference,  County,  State  and  similar 
athletic  federations  embracing  a  group  of  schools  can  establish  the 
rule  that  all  contests  carried  on  under  its  jurisdiction  must  be  car- 
ried on  according  to  this  principle.  Those  schools  that  fail  to  live 
up  to  the  standards  should  be  ousted  from  the  federation.  This  would 
be  very  severe  discipline  and  any  school  facing  it  would  rapidly  mend 
its  ways.  In  this  way  Sportsmanship  is  not  entered  in  the  records 
but  becomes  an  essential  condition  to  all  athletic  relationships.  It 
becomes  a  case  of  either  be  a  good  sportsman  or  give  up  playing. 

False  premium  on  behavior.  Another  objection  to  awarding 
credit  for  sportsmanship  is  that  it  puts  a  false  premium  on  behavior. 
If  sportsmanship  is  given  a  place  in  the  scoring  column  the  partici- 

[12] 


pants  will  act  the  part  merely  for  the  sake  of  points  and  not  because 
it  is  socially  essential.  This  compares  to  giving  children  pennies  for 
good  behavior.  It  produces  temporary  results  perhaps  but  does  not 
educate  the  individual  as  to  the  necessity  for  proper  social  actions. 

Sportsmanship  Trophy.  Although  sportsmanship  should  not  be 
used  for  credit  in  athletic  competitions  there  is  no  objection  to  estab- 
lishing a  separate  sportsmanship  competition.  In  this  connection  the 
team  showing  the  best  record  can  be  awarded  a  loving  cup  or  some 
similar  emblem.  This  should  be  altogether  distinct  and  separate  from 
the  trophies  awarded  for  purely  athletic  competition,  however.  A 
sportsmanship  cup  could  be  awarded  in  connection  with  each  league, 
tournament,  or  federation  competition.  The  officials  or  a  separate 
committee  could  select  the  winner. 

The  following  opinions  taken  from  the  American  Physical  Edu- 
cation Review  seem  to  express  the  better  course  in  this  matter. 

Joseph  E.  Raycroft,  M.D.,  Director,  Dept.  of  Hygiene  and  Physical 

Education,  Princeton  University: 

"I  believe  that  every  effort  should  be  made  by  coaches,  officials, 
and  school  authorities  to  promote  a  spirit  of  good  sportsmanship  in 
the  interscholastic  contests  of  which  they  have  charge.  I  don't  be- 
lieve that  there  is  any  way  in  which  you  can  give  positive  credit  in 
the  scoring  for  sportsmanship.  The  codes  of  rules  for  most  games 
provide  for  penalties  for  infractions  of  the  rules,  which  are  called 
'fouls'  and  which  frequently  represent  poor  sportsmanship. 

"I  believe  that  there  is  room  for  great  improvement  in  the  con- 
duct of  our  games  in  educational  institutions.  There  are  two  or  three 
factors  that  would  contribute  greatly  to  this  improvement:  (1)  The 
change  in  the  attitude  toward  the  rules,  so  that  the  coach  and  the 
competitor  would  regard  the  rules  as  guides  rather  than  as  some- 
thing to  be  evaded  if  possible.  Examples  of  this  attitude  may  be 
found  in  the  tennis  matches  where  each  competitor  makes  the  de- 
cision on  his  own  side  of  the  court;  in  fencing  matches  where  com- 
petitors call  the  touches  made  by  their  opponents,  etc.  (2)  The 
extension  of  such  a  spirit  into  other  games  would  increase  immensely 
their  values  as  educational  and  character  building  agencies." 

William  H.  Geer,  Director  Physical  Education,  Harvard  University, 

Cambridge,  Mass.: 

"While  I  am  whole-heartedly  in  favor  of  encouraging  good 
sportsmanship,  I  feel  that  it  must  be  done  in  such  a  way  that  boys 

[13] 


and  girls  and  men  and  women  will  be  prompted  to  respond  as  good 
sportsmen  on  different  occasions,  largely  because  their  own  con- 
sciences disapprove  if  they  act  otherwise.  In  other  words,  their  con- 
duct in  connection  with  athletic  contests  is  all  that  could  be  desired 
because  they  have  adopted  the  gentleman's  code  which  specifies  that 
things  are  done  that  way.  When  you  attempt  to  give  credit  for  sports- 
manship you  are  introducing  a  factor  that  is  exceedingly  difficult  in 
administration.  Most  of  the  rules  in  connection  with  games  now 
make  some  reference  to  sportsmanship.  They  also  prescribe  in  a 
very  definite  fashion  the  necessary  rules  for  the  conduct  of  the  game. 
An  official  is  engaged  to  take  charge  of  the  game  or  contest.  At  best 
such  an  official  can  only  judge  the  external,  and  most  of  that  is  cov- 
ered in  the  rules.  It  is  difficult  for  any  official  to  judge  the  spirit  that 
prompts  an  individual's  action.  If,  then,  you  introduce  definite 
credit  based  on  sportsmanship,  I  can  conceive  of  the  actions  of  cer- 
tain individuals  being  prompted  by  the  desire  to  get  an  additional 
score  rather  than  having  their  actions  guided  by  a  spirit  that  wholly 
disapproves  of  unsportsmanlike  conduct." 

Bertha  Bruchman,  Instructor,  Physical  Education,  E.  High  School, 
Cincinnati,  Ohio: 

"Sportsmanship  should  be  taught  in  the  period  of  learning  and 
coaching  of  a  game.  It  should  start  with  the  very  simplest  game  in 
the  elementary  school  and  continue  through  the  coaching  of  every 
game  throughout  high  school  and  college.  When  a  team  goes  on  the 
field,  coaching  of  plays  and  coaching  of  sportsmanship  is  completed 
for  that  game  and  the  test  is  on  as  to  the  reliability  of  the  team  and 
the  clean  play  of  every  individual.  There  need  be  no  change  in  the 
method  for  scoring  in  the  game  to  give  credit  for  good  sportsmanship. 

"I  do  not  believe  in  giving  added  credit  in  points  to  any  team 
for  their  conduct.  Any  red-blooded  American  boy  wants  to  win, 
because  he  is  the  best  man  and  not  because  his  opponent  was  dis- 
qualified for  poor  spirit." 


[14] 


III.    THE  AMATEUR'S  HONOR  CODE  IN 
COMPETITIVE  ATHLETICS1 

An  amateur  athlete  participates  purely  for  the  pleasure  of  the 
game,  for  in  their  true  essence  athletics  are  simply  forms  of  play, 
and  play  is  now  recognized  as  nature's  method  of  education.  This  sug- 
gests, therefore,  that  athletics  have  large  educational  and  character- 
training  values,  which  is  true. 

On  this  basis  it  is  of  the  greatest  importance  that  the  amateur's 
motive  in  participating,  as  well  as  his  attitude  and  conduct  toward 
teammates,  officials,  and  public,  should  be  such  as  to  develop  the 
qualities  of  a  thorough  gentleman  rather  than  those  of  a  "sport."  It 
is  thus  very  evident  that  every  effort  should  be  made  to  insure  thaf 
conduct  unbecoming  to  a  gentleman  should  never  be  indulged  in. 

We  believe  that  our  athletics  and  play  life  throughout  the  nation 
should  be  maintained  on  the  highest  possible  basis  of  gentlemanly 
conduct  and  true  sportsmanship,  and  submit  the  following  as  the 
amateur's  honor  code  in  competitive  athletics. 

1.  A  true  amateur  athlete  will  never  intentionally  make  misrep- 
resentation regarding  his  eligibility,  ability,  or  intentions,  nor  will  he 
continue  competing  as  such  after  he  has  ceased  to  be  in  sympathy 
with  the  spirit  of  amateurism. 

2.  Athletic  rules  will  not  be  ignored  or  evaded  either  in  letter 
or  in  spirit  but  will  be  considered  as  mutual  agreements  between 
contestants  for  the  purpose  of  providing  a  basis  of  honorable  com- 
petition between  gentlemen.  The  letter  or  spirit  of  the  rules  will  no 
more  be  ignored  nor  evaded  than  will  a  gentleman's  "word  of  honor." 

3.  Every  honest  and  earnest  effort  will  be  made  to  win  a  con- 
test but  a  dishonorable  victory  will  not  be  accepted. 

4.  An  amateur  will  be  loyal  always  to  his  teammates  in  every 
honorable  endeavor  and  will  do  his  utmost  to  prove  a  worthy  rep- 
resentative of  his  institution  or  club. 

5.  Opponents  will  be  treated  as  friends  and  honored  guests  even 
when  they  do  not  reciprocate.  No  unfair  advantage  will  be  taken  of 
them  under  any  circumstances.  Good  play  will  be  suitably  acknowl- 
edged. 


Prepared  by  Win.  Ball.    Quoted  by  permission  with  minor  modifications  from 
American  Physical  Education  Review  for  1915. 

[15] 


6.  Officials  will  be  considered  as  impartial  and  competent  arbi- 
ters. Decisions  will  be  accepted  without  dispute  even  when  they  are 
apparently  unfair.  Advantage  will  not  be  taken  of  lax  rule  enforce- 
ment. Personal  abuse  or  ill  feeling  of  any  kind  will  not  be  publicly 
manifested  even  when  an  official  proves  incompetent  or  dishonest. 

7.  Contestants  will  not  attempt  to  "play  to  tne  grandstand"  for 
publicity  or  applause.  Appreciation  from  spectators  will  be  taken 
for  granted  and  not  acknowledged. 

In  further  consideration  of  the  foregoing  we  now  discuss  the 
amateur's  attitude  toward  athletics,  teammates,  opponents,  officials, 
spectators,  and  public. 

I.   Athletics  in  General. 

An  amateur  athlete  who  participates  in  physical  sport  does  so 
fundamentally  for  pleasure.  Motives,  however,  are  nearly  always 
more  or  less  mixed,  but  the  primary  and  controlling  motive  of  the 
true  amateur  will  always  be  the  enjoyment  of  the  game.  The  vic- 
tory, the  prize,  or  the  plaudits  of  an  audience  will  be  of  minor 
importance. 

True  amateurism  stands  for  a  high  sense  of  honor,  honesty,  fair 
play,  courtesy,  and  temperance  on  the  part  of  competitors,  officials, 
and  spectators.  It  stoops  to  no  technicalities  to  twist  or  evade  rules 
to  gain  advantage  over  opponents. 

The  distinguishing  feature  between  the  amateur  and  others  is 
that  of  motive.  When  an  amateur  knowingly  claims,  tacitly  or  other- 
wise, to  be  what  he  is  not,  or  misstates  in  any  way  his  qualifications, 
or  makes  an  entry  for  a  contest  without  any  intention  of  competing, 
or  competes  without  doing  his  best,  or  knowingly  violates  the  spirit 
of  the  contest  rules,  he  has  ceased  to  be  an  amateur  in  spirit  and  is 
in  honor  bound  to  discontinue  competing  as  such. 

To  develop  a  high  purpose  and  noble  character  is  of  larger  value 
than  to  win  a  game  or  even  a  world's  championship. 

Defeat  is  not  of  itself  a  disgrace  nor  is  victory  necessarily  an 
honor.  "An  honorable  victory  or  none"  is  a  more  worthy  and  sports- 
manlike standard  than  "win  at  any  cost,  by  fair  means  if  we  can 
or  foul  if  we  must." 

In  such  a  standard  there  is  no  place  for  a  double  code  of  ethics, 
one  for  the  public  and  quite  another  for  the  training  quarters. 

We  therefore  recommend  that  it  be  considered  unsportsman- 
like, ungentlemanly,  and  dishonorable  for  a  true  amateur 

[16] 


(1)  To  intentionally  make  any  misrepresentation  regarding 
eligibility,  ability,  or  intentions  or  to  continue  competing  as  such 
after  he  has  ceased  to  be  in  sympathy  with  the  spirit  of  amateurism. 

(2)  To  ignore  or  evade  athletic  rules  either  in  letter  or  spirit 
or  to  fail  to  consider  them  as  mutual  agreements  between  contest- 
ants for  the  purpose  of  providing  a  basis  of  honorable  competition 
between  gentlemen. 

(3)  To  fail  to  make  every  honest  and  earnest  effort  to  win 
the  contest  and  to  refuse  to  accept  a  dishonorable  victory. 

II.  Teammates. 

Teammates  have  every  reason  to  expect  from  their  associates 
enthusiastic  support  of  the  team  policy  and  program,  including  faith- 
ful adherence  to  training  regulations  and  utmost  endeavor  or  sacrifice 
to  insure  perfect  team  cooperation. 

Therefore  we  recommend  that  it  be  considered  unsportsmanlike, 
ungentlemanly,  and  dishonorable  for  a  true  amateur  to  fail  to  be 
loyal  to  his  teammates  and  in  every  honorable  manner  to  do  his 
utmost  to  prove  a  worthy  representative  of  his  institution  or  club. 

III.  Opponents. 

Is  there  any  good  reason  why  gentlemen  should  cease  to  be 
gentlemen  simply  because  they  meet  on  the  athletic  field  rather  than 
on  the  street,  in  the  club,  or  at  home? 

Athletic  contests  are  often  essentially  combative  but  they  are 
not  of  necessity  "fights."  They  are  honorable  struggles  for  supremacy 
in  a  play  game.  The  contest  is  one  of  skill  and  endurance.  Strategy 
will  often  be  employed  but  underhand  trickery,  or  deceit,  or  bru- 
tality never. 

Nothing  will  add  so  much  to  the  genuine  pleasure  of  all  con- 
cerned as  to  have  contestants  do  unto  others  as  they  would  be  done 
by,  and  to  do  it  first,  and  especially  to  commend  in  no  uncertain 
manner  evidences  of  clean  sport  and  skillful  performance  on  the 
part  of  others. 

Therefore  we  recommend  that  it  be  considered  unsportsman- 
like, ungentlemanly,  and  dishonorable  for  a  true  amateur 

(1)  To  treat  opponents  other  than  as  friends  and  honored 
guests  even  when  they  do  not  reciprocate. 

(2)  To  take  unfair  advantage  of  them  under  any  circumstances. 

(3)  To  fail  to  suitably  acknowledge  good  plays. 


[17] 


IV.  Officials. 

Officials  are  used  in  order  that  there  shall  be  absolutely  "fair 
play"  between  opponents,  but  no  one  who  has  had  experience  will 
question  the  statement  that  it  is  an  exceedingly  difficult  matter  for 
an  official  of  an  athletic  contest  to  serve  to  the  mutual  satisfaction 
of  all  the  interested  parties.  Every  decision  helps  or  hinders  one  side 
or  the  other. 

Presumably  only  competent  and  honorable  gentlemen  are 
selected  to  serve  as  such  responsible  officials.  The  very  best  men, 
however,  make  mistakes. 

It  is  only  when  competent  officials  are  treated  as  honest  in 
intention  and  capable  in  service  that  we  can  expect  to  find  qualified 
gentlemen  willing  to  continue  to  serve  in  these  capacities. 

Therefore  we  recommend  that  it  be  considered  unsportsman- 
like, ungentlemanly,  and  dishonorable  for  a  true  amateur 

(1)  To  dispute  any  official's  decision  even  when  it  is  appar- 
ently unfair. 

(2)  To  take  any  advantage  of  lax  rule  enforcement. 

(3)  To  abuse  personally  or  to  show  ill  feeling  of  any  kind  in 
public  even  when  an  official  proves  incompetent  or  dishonest. 

V.  Spectators. 

The  standard  of  sportsmanship  practiced  by  leading  athletes 
becomes  the  ideal  of  a  large  number  of  less  prominent  but  very 
important  athletes  and  teams. 

Every  public  athletic  game  becomes,  ipso  facto,  a  powerful  and 
important  educational  force  for  good  or  ill  to  the  hundreds  and  often 
thousands  of  spectators  who  witness  the  contest. 

While  amateur  games  are  not  conducted  primarily  for  the  spec- 
tators but  rather  for  the  participants,  it  is  probable  that  spectators 
will  always  be  an  important  factor  in  much  of  our  athletics.  They 
are  a  vital  force  in  determining  the  conduct  of  competitors,  for  the 
latter  are  sensitive  to  the  approval  or  disapproval  of  an  audience. 

We  therefore  appeal  to  every  true  sportsman  and  gentlemanly 
spectator  to  unite  in  appreciation  of  every  evidence  of  honorable 
action  or  spirit  on  the  field  by  applause  and  in  condemnation  of 
every  dishonorable  action  by  silence. 

We  therefore  recommend  that  it  be  considered  unsportsmanlike, 
ungentlemanly,  and  dishonorable  for  an  amateur  athlete  to  fail  to 


[18] 


/ 


manifest  other  than  a  high  sense  of  honor,  honesty,  fair  play,  cour- 
tesy, and  temperance,  alike  before  teammates,  opponents,  and  public. 
We  furthermore  recommend  that  it  be  considered  as  unbecom- 
ing an  amateur  to  seek  to  play  to  the  "grandstand"  and  thus  secure 
publicity  or  applause.  When  applause  is  given,  it  shall  be  taken  as 
a  matter  of  course  and  not  be  publicly  acknowledged. 


[19] 


IV.   CODES  OF  SPORTSMANSHIP 


Does 

1.  Plays  fair  at  all  times. 

2.  Plays  hard  to  the  end. 

3.  Keeps  his  head. 

4.  Plays^for  jpy  of  playing  and 

success  ofteam.. 

5.  Is  a  good  team  worker. 

6.  Keeps  training  rules. 

7.  Obeys    orders    of    coach    or 

captain. 

8.  Does  his   best  in   all   school 

work. 

9.  Backs  his  team  in  every  hon- 

est way  but — 

10.  Always  gives  his  opponent  a 

square  deal. 

11.  Is  respectful  to  officials.   Ac- 

cepts adverse  decisions  gra- 
ciously. Expects  officials  to 
enforce  rules. 


A  GOOD  SPORT 


Does  Not 

Does  not  cheat. 

Does  not  quit.    Is  not  "yellow." 

Does  not  lose  his  temper,  tho 
wronged. 

Does  not  play  for  money  or  other 
reward. 

Does  not  play  to  grandstand. 

Does  not  abuse  his  body. 

Does  not  shirk. 

Does  not  neglect  his  studies. 

Does  not  bet — betting  is  not 
necessary  to  show  loyalty. 

Does  not  take  any  technical  ad- 
vantage. Treats  visiting  play- 
ers as  guests. 

Never  blames  officials  for  defeat. 
Does  not  "crab."  Does  not 
kick."  Does  not  complain. 


«i 


WHEN  HE  LOSES 

12.  Congratulates     the     winner.      Does   not   show    his   disappoint- 


Gives  his  opponent  full 
credit  under  most  trying 
circumstances.  Learns  to 
correct  his  faults  through 
his  failures. 


ment.  Is  not  a  "sorehead." 
Does  not  "alibi."  Does  not 
make  excuses. 


WHEN  HE  WINS 

13.  Is  generous.    Is   modest.    Is     Does  not  boast.    Does  not  crow. 

considerate.  Does  not  rub-it-in. 

AT  ALL  TIMES 

14.  Is  true  to  his  highest  ideals.     Does  nothing  unworthy  of  a  gen- 

tleman   and    a    100    per    cent 
American. 
— D.  Chase  (New  York  State  Code  of  Sportsmanship) 

[20] 


/ 


/ 


THE  10  COMMANDMENTS  OF  SPORT,  AND  OF 
EVERYTHING  ELSE 

1.  Thou  shalt  not  quit. 

2.  Thou  shalt  not  alibi. 

3.  Thou  shalt  not  gloat  over  winning. 

4.  Thou  shalt  not  be  a  rotten  loser. 

5.  Thou  shalt  not  take  unfair  advantage. 

6.  Thou  shalt  not  ask  odds  thou  art  unwilling  to  give. 

7.  Thou   shalt   always   be   ready  to  give   thine  opponent  the 

shade. 

8.  Thou  shalt  not  under  estimate  an  opponent,  nor  over  esti- 

mate thyself. 

9.  Remember  that  the  game  is  the  thing,   and  that  he  who 

thinketh  otherwise  is  a  mucker  and  no  true  sportsman. 
10.  Honor  the  game  thou  playest,  for  he  who  playeth  the  game 
straight  and  hard  wins  even  when  he  loses. 

— Hugh  S.  Fullerton 

A  SPORTSMAN1 

1.  Plays  the  game  for  the  sake  of  the  game. 

2.  Plays  for  his  side   and   not  for  himself. 

3.  Is  a  good  winner  and  a  good  loser — i.e.,  is 

modest  in  victory  and  generous  in  defeat. 

4.  Is  unselfish  and  always  ready  to  teach  others. 

5.  When  a  spectator  cheers  good  play  on  both 

sides  but  never  interferes  with  the  referee 
or  players. 

FOUR  RULES  FOR  A  GOOD  SPORTSMAN 

When  you  play  a  game  always  wish  and  try  to  win,  otherwise 
your  opponent  will  have  no  fun;  but  never  wish  to  win  so  much  that 
you  cannot  be  happy  without  winning. 

Seek  to  win  by  fair  and  lawful  means  according  to  the  rules  of 
the  game,  and  this  will  leave  you  without  bitterness  toward  your 
opponent  or  shame  before  others. 

Take  pleasure  in  the  game  even  tho  you  do  not  obtain  the  vic- 
tory; for  the  purpose  of  the  game  is  not  merely  to  win,  but  to  find  joy 
and  strength  in  trying. 

^ode  of  sportsmanship  found  everywhere  in  England, — on  programs,  painted 
on  walls  of  gymnasiums,  and  on  posters. 

[21] 


If  you  obtain  a  victory  which  you  have  so  desired,  think  more 
of  your  good  fortune  than  of  your  skill.  This  will  make  you  grateful 
and  ready  to  share  with  others  the  pleasure  bestowed  upon  you;  and 
truly  this  is  both  reasonable  and  profitable,  for  it  is  but  little  that 
any  of  us  would  win  in  this  world  were  our  fortunes  not  better 
than  our  deserts.  — Henry  Van  Dyke 

To  brag  a  little, — to  show  up  well,  to  crow  gently  if  in  luck, — 
to  pay  up,  to  own  up,  and  to  shut  up  if  beaten,  are  the  virtues  of 
a  sporting  man.  — Oliver  Wendell  Holmes 

For  when  the  Great  Scorer  comes 

To  write  against  your  name, 

He  writes, — not  that  you  won  or  lost, 
But  how  you  played  the  game. 

— Tom  M.  Karney 

Who  misses  or  who  wins  the  prize 

Go  lose  or  conquer  as  you  can 

But  if  you  fail  or  if  you  rise 

Be  each,  pray  God,  a  gentleman. 

— Thackeray 


[22] 


V.   ON  CONDUCT  IN  ATHLETICS 
THE  BETTER  THING 

It  is  better  to  lose  with  a  conscience  clean 

Than  to  win  by  a  trick  unfair. 
It  is  better  to  lose  and  to  know  you've  been, 

Whatever  the  prize  was,  square, 

Than  to  claim  the  joys  of  a  far  off  goal 

And  the  cheers  of  the  passers-by 
And  to  know  deep  down  in  your  innermost  soul 

That  a  cheat  you  must  live  and  die. 

Who  wins  by  trick  may  take  the  prize, 
And  at  first  he  may  think  it  sweet, 

But  many  a  day  in  the  future  there  lies 

When  he'll  wish  he  had  met  with  defeat. 

For  the  man  who  lost  will  be  glad  at  heart 

And  walk  with  his  head  up  high 
While  his  conqueror  knows  he  must  play  the  part 

Of  a  cheat  and  a  living  lie. 

The  prize  seems  fair  when  the  fight  is  on 

But  save  it  is  truly  won, 
You'll  hate  the  thing  when  the  crowds  are  gone, 

For  it  stands  for  a  false  thing  done. 

And  it's  better  you  never  should  reach  your  goal 

Than  ever  success  to  buy 
At  the  price  of  knowing,  down  deep  in  your  heart, 

That  your  glory  is  all  a  lie. 

— Ella  Wheeler  Wilcox 


[23] 


CLEAN 

I  want  a  boy  of  mine  to  be 

Square  to  the  last  and  final  letter; 
From  taint  or  cunning  wholly  free. 

I  want  him  to  love  honor  better 
Than  victory  and  silver  things 

Which  contest  in  a  struggle  brings. 

"Clean  as  a  hound's  tooth!"  that's  the  phrase 
Once  by  our  leader  Roosevelt  spoken, 

Who  loved  the  sportsman's  manly  ways, 
And  valued  truth  beyond  a  token; 

Better  to  lose  with  conscience  clean 

Than  win  by  methods  false  and  mean. 

I  want  him  to  observe  the  rules, 

Be  fair  in  desperate  circumstances; 

To  know  that  cunning's  used  by  fools 
WTho  fear  to  take  the  harder  chances! 

That  with  the  victory  of  deceit 

The  victor  quits  the  field  a  cheat. 

I  want  him  to  play  hard  to  win, 

But  not  make  victory  his  master; 

Whatever  game  he  enters  in 

Though  he  must  triumph  or  disaster 

I  want  him  coming  home  a  man 

As  clean  as  when  the  game  began. 

Oh,  boy  of  mine,  let  sportsmanship 
Never  for  any  gain  desert  you; 

If  on  yourself  you  keep  your  grip 

There  is  no  failure  that  can  hurt  you; 

You  shall  have  more  than  prizes  mean, 
If  you  have  kept  your  record  clean. 

— Edgar  A.  Guest 


[24] 


PLAY  THE  GAME 

There's  a  breathless  hush  in  the  Close  tonight, — 

Ten  to  make  and  the  match  to  win — 
A  bumping  pitch  and  a  blinding  light, 

An  hour  to  play  and  the  last  man  in. 
And  it's  not  for  the  sake  of  a  ribboned  coat 

Or  the  selfish  hope  of  a  season's  fame, 
But  his  Captain's  hand  on  his  shoulder  smote; 

"Play  up!   Play  up!   And  play  the  game!" 

The  sand  of  the  desert  is  sodden  red, — 

Red  with  the  wreck  of  a  square  that  broke; 
The  gatling's  jammed  and  the  colonel  dead, 

And  the  regiment's  blind  with  dust  and  smoke. 
The  river  of  death  has  brimmed  his  banks, 

And  England's  far  and  Honor  a  name, 
But  the  voice  of  a  schoolboy  rallies  the  ranks, 

"Play  up!    Play  up!   And  play  the  game!" 

This  is  the  word  that  year  by  year, 

While  in  her  place  the  School  is  set, 
Every  one  of  her  sons  must  hear, 

And  none  that  hears  it  dare  forget. 
This  they  all  with  a  joyful  mind 

Bear  through  life  like  a  torch  in  flame, 
And  falling,  fling  to  the  host  behind, — 

"Play  up!   Play  up!   And  play  the  game!" 

— Anonymous 


[25] 


THE  STUFF  THAT  COUNTS 

The  test  of  a  man  is  the  fight  he  makes, 

The  Grit  that  he  daily  shows; 

The  way  he  stands  on  his  feet  and  takes 

Fate's  numerous  bumps  and  blows. 

A  coward  can  smile  when  there's  naught  to  fear, 

When  nothing  his  progress  bars, 

But  it  takes  a  man  to  stand  up  and  cheer, 

While  some  other  fellow  stars. 

It  isn't  the  victory,  after  all, 

But  the  fight  that  a  brother  makes; 

The  man,  who,  driven  against  the  wall, 

Still  stands  up  erect  and  takes 

The  blows  of  fate  with  his  head  held  high, 

Bleeding,  and  bruised,  and  pale, 

Is  the  man  who'll  win  in  the  by  and  by 

For  he  isn't  afraid  to  fail. 

It's  the  bumps  you  get,  and  the  jolts  you  get, 

And  the  shock  that  your  courage  stands 

The  hours  of  sorrow  and  ruin  regret, 

The  prize  that  escapes  your  hands, 

That  test  your  mettle  and  prove  your  worth. 

It  isn't  the  blows  you  deal, 

But  the  blows  you  take  on  the  good  old  earth 

That  shows  if  your  stuff  is  real. 

— The  Three  Partners 


[26] 


STICKING 

Did  you  fail  in  the  race? 

Did  you  faint  in  the  spurt 

Where  the  hot  dust  choked  and  burned? 

Did  you  breast  the  tape  midst  the  flying  dirt 

That  the  leader's  spikes  had  spurned? 

Did  you  do  your  best — 

Oh,  I  know  you  lost,  I  know  that  your  time  was  bad, 

But  the  game  is  not  in  the  winning,  lad. 

The  best  of  it  since  the  beginning,  lad, 

Is  in  taking  your  licking  and  grinning,  lad, 

If  you  gave  them  the  best  you  had. 

Did  your  tackle  fall  short? 

Did  the  runner  flash  by 

With  the  score  that  won  the  game? 

Did  it  break  your  heart  when  you  missed  the  try? 

Did  you  choke  with  the  hurt  and  shame? 

If  you  did  your  best — 

Oh,  I  know  the  score;  I  followed  you  all  the  way  through, 

And  that  is  why  I  am  saying,  lad, 

That  the  best  of  the  fight  is  the  staying,  lad, 

And  the  best  of  all  games  is  the  playing,  lad, 

If  you  give  them  the  best  in  you. 

— N  els  071  Rob  bins 


[27] 


V 


